DOES USING CULTURALLY FAMILIAR TEXTS IN SECOND-LANGUAGE CLASSROOMS ENHANCE THE TEACHING-LEARNING PROCESS?

The paper makes an effort to highlight the importance of adopting culturally familiar texts in second-language classrooms, particularly to assess learners’ reading comprehension. The advent of cultural linguistics in the twenty-first century has demonstrated that language and cultural concepts are inextricably linked. This has demonstrated that language is seen as a socially developed cognitive function and that language studies have adopted this fundamental assumption of sociocultural theory and applied it to human language. The idea that word-to-word analysis is how reading is processed in the human brain has also been refuted by new studies. It is found that less attention is required when a reader is familiar with the material, and more attention is required when a reader is unfamiliar with the material. Emphasis is given to content and cultural familiarity